Download Education and Psychology in Interaction: Working With by Brahm Norwich PDF

By Brahm Norwich

This e-book takes an in-depth examine how schooling and psychology relate to one another, and on the present kingdom of this courting. via entire research of the ideological, historic, social contexts of this interplay, the writer develops the topic that, regardless of simple changes in goals, the fields are interconnected.

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By Brahm Norwich

This e-book takes an in-depth examine how schooling and psychology relate to one another, and on the present kingdom of this courting. via entire research of the ideological, historic, social contexts of this interplay, the writer develops the topic that, regardless of simple changes in goals, the fields are interconnected.

Show description

Read Online or Download Education and Psychology in Interaction: Working With Uncertainty in Interconnected Fields PDF

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Additional info for Education and Psychology in Interaction: Working With Uncertainty in Interconnected Fields

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This point links back to the previous discussion of the nature of theory in education. One of the reasons for uncertainty about what characterises an educational theory is that educationalists have tended to use and rely on theory from the contributory disciplines. This may be because theory from psychology or sociology may be seen to be ‘real’ theory and to be more dependable than anything which is derived from within education and by educationalists. Egan (1983), for example, has been very critical of the dearth of educational theory, and the excessive and damaging reliance by educationalists on theory from disciplines like psychology.

This is an important point because it questions current conceptions of the effectiveness of schools, teaching and learning (Hargreaves, 1996; White and Barber, 1997). ’. But similarly, good practice cannot be based mainly on educational beliefs and values, on the false assumption that it is sufficient to enact beliefs and values and that evidence about means and consequences can be ignored. Alexander’s position is especially interesting as it focuses on the interplay of different ideas about good educational practice.

However, there is another way of considering educational ideologies, proposed by Billig et al. (1988), which identifies several of their common features as the basis for proposing a different conception of their relationship to each other. Firstly, educational ideologies relate to wider value issues about the relationship between the individual and society, about the freedom of the individual versus the demands of authority and about conserving traditional ways from the past versus seeking change and progressive developments.

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